The framework of the course plan for medical students in the Pediatric Group
Pediatrics is one of the most important majors in medicine, and familiarity with the diseases of children and infants, as well as the basic principles of examining infants and children in health and disease conditions, is one of the most important knowledge of a general practitioner. In this department, all interns and interns are trained and learn history taking and clinical examinations of babies and children based on the curriculum of the ministry. Examining a healthy child and newborn, as well as training on nutrition and vaccination of children, as well as training on supplements needed during infancy and infancy, are part of the basic training in pediatrics for trainees and interns.
In this department, the specialized and super-specialized capacities of pediatrics are used in clinics, as well as in the case of hospitalized patients in the pediatric department, as well as in the special departments of infants and children, for the training of trainees.
Child and infant resuscitation training in the Skill Lab of the medical school is one of the training programs of the students, which is implemented weekly.
Journal Club meetings and mortality and case follow-up sessions are held weekly for students for training
* Note: To complete this part, you can use the general description of the course in the curriculum of the course in the related field.
Expected Learning Outcomes:
After completing this course, students are expected to understand the relationship of this field with other medical branches in addition to being familiar with the field of children and diseases of newborns and children.
In the field of knowledge: sufficient knowledge about epidemiology, etiology, pathogenesis, pathology, clinical manifestations, clinical history, the effect of potential physical and mental factors on the patient, preliminary principles of patient treatment in the field of common and important children's diseases and children's emergencies.
The most important teaching-learning activities corresponding to learning outcomes (Must Know and Must Do):
Physical examination ability of children and infants - Ability to take history - How to record information in the file and course of the disease - Growth and development - Vaccination - Complementary nutrition - Supplements - Children's emergencies - Accidents - Differential diagnoses of diseases - Common drugs and therapeutic doses children-
Vein extraction skills - Lumbar puncture - Respiratory and cardiac resuscitation of children - Urinary catheter placement - Arterial and venous blood sampling - Pulse oximetry - Using suction and oxygen therapy - Resuscitation and Helmlich maneuver skills
Based on the educational curriculum, during the 3-month period, they have learned history taking and examination of healthy and sick babies and children, as well as familiarity with common infectious and non-infectious diseases in children, as well as the general principles of vaccination and supplementary nutrition, as well as the Mana training program.
Note: Some practical tips are provided at the end of the framework.
* Note: To complete this part, you can use the general description of the course in the curriculum of the course in the relevant field.
General goals/ Competency axes:
It is in three cognitive, attitudinal and skill areas.
Cognitive: Getting to know the basic concepts of being interested in educational topics in the field of children and holding student-centered educational rounds in order to improve the teaching and learning process.
Attitudinal: The student takes the initiative in educational and diagnostic issues and invites other friends to discuss these issues.
Skill: acquiring the ability to deal with patients who refer to children and infants with complaints of diseases, distinguishing abnormal cases from normal and determining treatment management based on the correct description of the condition, adherence to the principles of medical ethics and professional commitment and correct examinations.
1- - Clinical skill
2- Communication skills
3- Patient care (diagnosis, treatment, rehabilitation)
4- Health promotion and prevention in the health system and the doctor's role in it
5- Personal development and continuous learning
6- Professional commitment, ethics and medical rights
7- Decision making, reasoning and problem solving skills
Specific goals/ sub-cores of each competency (Core Competency):
* Note: To complete this part, you can use the outlines of the curriculum of the course in the related field, as well as the teachers' comments.
Teaching-learning methods in terms of the chosen educational approach:
Virtual approach:
Learning based on interactive electronic content
Problem Based Learning (PBL)
Learning based on text scenario
Face-to-face approach:
Interactive lecture (question and answer, quiz, group discussion, etc.)
Role playing
Team Based Learning (TBL)
Problem Based Learning (PBL)
Scenario-based learning
Using students in teaching (teaching by peers)
Combined approach:
A combination of virtual and face-to-face educational approaches is used.
Duties and responsibilities of interns/interns in clinical courses:
Duties of interns: taking history - clinical examinations - following the process of treatment and diagnosis of patients - performing diagnostic and therapeutic procedures based on the protocol of the Ministry of Health - participating in training classes - presenting morning reports - waiting in children's and emergency departments and special departments under supervision Specialist and specialist assistants
Duties of interns: history taking - clinical examinations - following the process of treatment and diagnosis of patients - participating in training classes - presenting morning student reports - participating in clinical skills classes under the supervision of the faculty members of the group
Appraisal method of interns/interns:
Mention the type of assessment:
- formative assessment (constructive)
- Summative assessment (final)
Appraisal method of intern/trainee
Theory and oral test at the end of each course for students
PMP final exam for interns
1. Round
2. Grand Round
3. Journal Club
Evaluation contribution of each type/method in the final grade of the intern/trainee
The average scores obtained from four educational centers for children of the university as the final score of apprentices and interns.
Student Dress Code Iran University of Medical Sciences (IUMS)
In all administrative, educational, research, and clinical settings, the clothing (or uniform) of students should completely cover the body, be consistent with Islamic values and relevant regulations, and be appropriate considering their profession and position (in terms of color and size, etc.).
• The clothes should always be simple and neat, in good condition, and worthy of the university, and should be different from the clothes suitable for non-academic settings, such as parties, celebrations, entertainment, sports, etc., and away from weird fashion models.
• Students are not allowed to wear sandals, �lip �lops, very high heels (over 5 cm), high boots (up to the knee), if worn with short pants, and shoes suitable for parties and special gatherings. Shoes should be simple and clean.
• Jewelry and ornaments worn in the academic environment must be of the permitted type (e.g., wedding rings, watches, etc.).
• Make-up for beauty that may attract the attention of others is prohibited in academic settings (namely wearing dental prostheses for male students and facial cosmetics for female students).
• Students should have a clean, well-groomed appearance that suits their professional position and the honor of the university.
• Students' clothing should be in harmony with the cultural and religious beliefs of the community.
• Clothes and gowns that are too tight, loose, and short are not considered appropriate for hospital and university environments.